Level One – School is performing at or above the state standard for the indicator.

Level Two – School is performing near the state standard for the indicator or improving.

Level Three – School is performing below the state standard for the indicator.

Too Small — Too few students for evaluation.

Ratings are based on performance during the most recent year or on a three-year average. Schools performing at Level One or Level Two on all school quality indicators are rated as "Accredited." In addition:

Schools meeting the commonwealth’s previous accreditation standards are awarded a transitional rating of Accredited for one year.

Upon request by a local school board, schools serving students with special needs may be evaluated based on alternate accreditation plans approved by the state Board of Education.
Schools under state sanction for not implementing corrective actions plans are rated as "Accreditation Denied."
More information about the commonwealth’s school accreditation standards is available on the Virginia Department of Education website.

Achievement Gaps: English and Mathematics

Reporting on the achievement and progress of student groups allows schools to identify learners in need of additional support and resources.

Schools are evaluated on the school quality indicators for achievement gaps in English and mathematics as follows:

Level One – No more than one student group performing at Level Two and no student group performing at Level Three

Level Two – Two or more student groups performing at Level Two and no more than one student group performing at Level Three

Level Three – Two or more student groups performing at Level Three

The school quality indicator for academic achievement in English provides equal credit for students who pass state English tests and for non-passing students who show significant improvement.

The school quality indicator for academic achievement in mathematics provides equal credit for students who pass state mathematics tests and for non-passing students who showed significant improvement.

The school quality indicator for academic achievement in science is based on the overall percentage of students passing state science tests.

Reporting on the achievement and progress of student groups allows schools to identify learners in need of additional support and resources.

The combined rate used to evaluate academic achievement in English in elementary and middle schools includes students who passed state tests in English and non-passing students who showed significant improvement, including non-passing English learners making progress toward learning English. The combined rate used to evaluate academic achievement in English in high schools includes students who pass state tests and English learners making progress toward learning English.
Select “Show Data” for details on the combined rate for English Academic Achievement as follows:

Percent Passing – Percent of students in school or group passing state English tests

Percent Passing With Recovery – Percent of students in school or group passing state English tests after remedial instruction

Percent Showing Growth – Percent of non-passing students who improved compared with prior performance on state English tests

Accreditation Combined Rate – Percent of students in school or group meeting state standard for achievement, growth or progress

No Proficiency, Growth or Progress – Percent of students in school or group not meeting state standard for achievement, growth or progress

Schools are evaluated on the school quality indicators for achievement gaps in English and mathematics as follows:

Level One – No more than one student group performing at Level Two and no student group performing at Level Three

Level Two – Two or more student groups performing at Level Two and no more than one student group performing at Level Three

Level Three – Two or more student groups performing at Level Three

The combined rate used to evaluate academic achievement in mathematics in elementary and middle schools includes students who passed state tests in mathematics and non-passing students who showed significant improvement. Academic achievement in mathematics in high school is evaluated based on the percentage of students passing state end-of-course tests in mathematics.
Select “Show Data” for details on the combined rate for Mathematics Academic Achievement as follows:

Percent Passing – Percent of students in school or group passing state mathematics tests

Percent Passing With Recovery – Percent of students in school or group passing state mathematics tests after remedial instruction

Percent Showing Growth – Percent of non-passing students in school or group who improved compared with prior performance on state mathematics tests

Accreditation Combined Rate – Percent of students in school or group meeting state standard for achievement or growth

No Proficiency, Growth or Progress – Percent of students in school or group not meeting state standard for achievement or growth

The school quality indicator for science is based on the overall percentage of students passing state science tests.

Percentage of Students

Data Source

Percent Passing

Percent Passing With Recovery

Percent Showing Growth

Percent Showing EL Progress or Proficiency

Accreditation Combined Rate

No Proficiency or Growth

Current Year

Previous Year

Cumulative 3 Year

A dropout is a former student who left high school without earning a diploma or high school equivalency and who did not complete the required course of studies.

Students who attend school consistently are more likely to succeed. Chronic absenteeism is defined as missing 10 percent or more of the school year, regardless of reason.

The school quality indicator for graduation and completion awards full credit for students who earn state Board of Education-approved diplomas and partial credit for students who earn high school equivalency certificates.

Chronic absenteeism is defined as missing 10 percent or more of the school year, regardless of reason. Students receiving homebound and home-based instruction are excluded from the calculation. Performance on this indicator is rated as follows:

Level One — Schools with a current year or three-year average overall absenteeism rate of no more than 15 percent (that is, no more than 15 percent of the students missing 10 percent of the school year), or schools that were at Level Two the prior year and decrease the rate by ten percent or more from the prior year

Level Two — Schools not meeting Level-One performance with a current year or three-year average rate of no more than 25 percent, or schools that were at Level Three the prior year and decrease the rate by 10 percent or more from the prior year. A school shall not receive a Level- Two rating for more than four consecutive years

A high school’s four-year dropout rate is based on performance during the most recent year or on a three-year average.

Level One — Schools with a dropout rate of 0-6 percent or a 10 percent decrease if previously Level Two

Level Two — Schools with a dropout rate of 7-9 percent or 10 percent decrease if previously Level Three

Level Three — Schools with a dropout rate of 10 percent or higher or at Level Two for more than four consecutive years

Performance on the school quality indicator for graduation and completion is based on the Graduation and Completion Index. The index awards full credit for students who earn a Board of Education-approved diploma and partial credit for other outcomes, as displayed in the table below.

Outcome

Point Value

Diploma

100

High school equivalency

75

Still in school

70

Local certificate of program completion

25

Dropout

0

Level One — A Graduation and Completion Index of at least 88 or a 2.5 percent increase if previously Level Two

Level Two — A Graduation and Completion Index of 81-87 or a 2.5 percent increase if previously Level Three

Level Three — A Graduation and Completion Index of 80 or lower or Level Two for more than four consecutive years

This chart displays the percentage of students passing state reading tests. Virginia students are assessed annually in reading in grades 3-8 and once in high school with an end-of-course (EOC) reading test. Use the drop down menu above the chart to view results for a specific test. Use the menu below the chart to select results for a specific group of students. Practice test items representative of the content and skills included in current Standards of Learning assessments are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.

overall Performance

2016-2017

2017-2018

2018-2019

Student Subgroup

Advanced

Proficient

Passed

Failed

Advanced

Proficient

Passed

Failed

Advanced

Proficient

Passed

Failed

All Students

6

81

87

13

5

90

95

5

8

78

85

15

Female

8

81

89

11

5

91

96

4

5

78

84

16

Male

4

81

85

15

5

89

94

6

10

77

87

13

Black

2

76

78

22

6

88

94

6

5

59

65

35

Hispanic

<

<

<

<

<

<

100

0

<

<

100

0

White

10

86

95

5

4

91

95

5

10

86

96

4

Two or more races

<

<

<

<

<

<

100

0

<

<

<

<

Students with Disabilities

7

40

47

53

<

<

<

<

21

38

59

41

Students without Disabilities

6

86

92

8

4

93

96

4

3

91

94

6

Economically Disadvantaged

1

81

83

17

8

83

91

9

10

69

80

20

Not Economically Disadvantaged

10

81

91

9

3

95

98

2

5

86

91

9

Military Connected

<

<

100

0

EOC English Reading Performance

2016-2017

2017-2018

2018-2019

Student Subgroup

Advanced

Proficient

Passed

Failed

Advanced

Proficient

Passed

Failed

Advanced

Proficient

Passed

Failed

All Students

6

81

87

13

5

90

95

5

8

78

85

15

Female

8

81

89

11

5

91

96

4

5

78

84

16

Male

4

81

85

15

5

89

94

6

10

77

87

13

Black

2

76

78

22

6

88

94

6

5

59

65

35

Hispanic

<

<

<

<

<

<

100

0

<

<

100

0

White

10

86

95

5

4

91

95

5

10

86

96

4

Two or more races

<

<

<

<

<

<

100

0

<

<

<

<

Students with Disabilities

7

40

47

53

<

<

<

<

21

38

59

41

Students without Disabilities

6

86

92

8

4

93

96

4

3

91

94

6

Economically Disadvantaged

1

81

83

17

8

83

91

9

10

69

80

20

Not Economically Disadvantaged

10

81

91

9

3

95

98

2

5

86

91

9

Military Connected

<

<

100

0

Grade 3 English Reading Performance

2016-2017

2017-2018

2018-2019

Student Subgroup

Advanced

Proficient

Passed

Failed

Advanced

Proficient

Passed

Failed

Advanced

Proficient

Passed

Failed

Grade 4 English Reading Performance

2016-2017

2017-2018

2018-2019

Student Subgroup

Advanced

Proficient

Passed

Failed

Advanced

Proficient

Passed

Failed

Advanced

Proficient

Passed

Failed

Grade 5 English Reading Performance

2016-2017

2017-2018

2018-2019

Student Subgroup

Advanced

Proficient

Passed

Failed

Advanced

Proficient

Passed

Failed

Advanced

Proficient

Passed

Failed

Grade 6 English Reading Performance

2016-2017

2017-2018

2018-2019

Student Subgroup

Advanced

Proficient

Passed

Failed

Advanced

Proficient

Passed

Failed

Advanced

Proficient

Passed

Failed

Grade 7 English Reading Performance

2016-2017

2017-2018

2018-2019

Student Subgroup

Advanced

Proficient

Passed

Failed

Advanced

Proficient

Passed

Failed

Advanced

Proficient

Passed

Failed

Grade 8 English Reading Performance

2016-2017

2017-2018

2018-2019

Student Subgroup

Advanced

Proficient

Passed

Failed

Advanced

Proficient

Passed

Failed

Advanced

Proficient

Passed

Failed

< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

This chart displays the percentage of students passing state writing tests. Virginia students are assessed in writing in grade 8 and once in most high schools with a state end-of-course (EOC) writing test. If a high school administers a locally developed writing assessment, results are not included in this chart as scores on locally developed writing assessments are not reported to the Virginia Department of Education. Use the drop down menu above the chart to view results for a specific test. Use the menu below the chart to select results for a specific group of students. Practice test items representative of the content and skills included in current Standards of Learning assessments are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.

overall Performance

2016-2017

2017-2018

2018-2019

Student Subgroup

Advanced

Proficient

Passed

Failed

Advanced

Proficient

Passed

Failed

Advanced

Proficient

Passed

Failed

All Students

22

62

84

16

11

71

83

17

21

56

77

23

Female

28

58

86

14

15

74

89

11

21

61

82

18

Male

15

67

82

18

8

69

77

23

22

51

72

28

American Indian

<

<

<

<

Asian

<

<

100

0

Black

10

75

84

16

5

67

73

27

24

43

68

32

Hispanic

<

<

<

<

<

<

100

0

<

<

<

<

White

31

55

87

13

15

73

89

11

22

62

84

16

Two or more races

<

<

<

<

<

<

<

<

<

<

<

<

Students with Disabilities

20

40

60

40

6

15

21

79

23

23

45

55

Students without Disabilities

22

65

86

14

12

81

93

7

21

62

83

17

Economically Disadvantaged

10

68

78

22

8

68

77

23

20

58

78

22

Not Economically Disadvantaged

31

58

89

11

15

75

90

10

23

54

76

24

Military Connected

<

<

100

0

<

<

100

0

Foster Care

<

<

100

0

<

<

<

<

EOC Writing Performance

2016-2017

2017-2018

2018-2019

Student Subgroup

Advanced

Proficient

Passed

Failed

Advanced

Proficient

Passed

Failed

Advanced

Proficient

Passed

Failed

All Students

22

62

84

16

11

71

83

17

21

56

77

23

Female

28

58

86

14

15

74

89

11

21

61

82

18

Male

15

67

82

18

8

69

77

23

22

51

72

28

American Indian

<

<

<

<

Asian

<

<

100

0

Black

10

75

84

16

5

67

73

27

24

43

68

32

Hispanic

<

<

<

<

<

<

100

0

<

<

<

<

White

31

55

87

13

15

73

89

11

22

62

84

16

Two or more races

<

<

<

<

<

<

<

<

<

<

<

<

Students with Disabilities

20

40

60

40

6

15

21

79

23

23

45

55

Students without Disabilities

22

65

86

14

12

81

93

7

21

62

83

17

Economically Disadvantaged

10

68

78

22

8

68

77

23

20

58

78

22

Not Economically Disadvantaged

31

58

89

11

15

75

90

10

23

54

76

24

Military Connected

<

<

100

0

<

<

100

0

Foster Care

<

<

100

0

<

<

<

<

Grade 8 Writing Performance

2016-2017

2017-2018

2018-2019

Student Subgroup

Advanced

Proficient

Passed

Failed

Advanced

Proficient

Passed

Failed

Advanced

Proficient

Passed

Failed

< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

This chart displays the percentage of students passing state mathematics tests. Virginia students are assessed annually in mathematics in grades 3-8 and at the end of secondary courses (Algebra I, Geometry and Algebra II) as needed to meet graduation requirements. Use the drop down menu above the chart to view results for a specific test. Use the menu below the chart to select results for a specific group of students. Practice test items representative of the content and skills included in current Standards of Learning assessments are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.

overall Performance

2016-2017

2017-2018

2018-2019

Student Subgroup

Advanced

Proficient

Passed

Failed

Advanced

Proficient

Passed

Failed

Advanced

Proficient

Passed

Failed

All Students

5

76

81

19

6

71

77

23

6

75

81

19

Female

5

83

87

13

6

81

86

14

5

78

83

17

Male

6

69

75

25

6

61

67

33

7

71

79

21

American Indian

<

<

<

<

<

<

100

0

Asian

<

<

100

0

<

<

100

0

<

<

100

0

Black

4

73

77

23

2

70

72

28

4

77

81

19

Hispanic

<

<

<

<

<

<

<

<

<

<

<

<

Native Hawaiian

<

<

100

0

White

5

79

85

15

7

75

82

18

6

75

81

19

Two or more races

17

50

67

33

-

59

59

41

-

60

60

40

Students with Disabilities

3

50

53

47

5

32

36

64

17

50

67

33

Students without Disabilities

5

79

84

16

6

78

84

16

4

79

83

17

Economically Disadvantaged

3

77

80

20

4

69

73

27

7

72

79

21

Not Economically Disadvantaged

8

74

81

19

7

74

81

19

5

77

82

18

English Learners

<

<

100

0

Military Connected

<

<

<

<

<

<

<

<

Foster Care

<

<

<

<

<

<

100

0

Algebra I Performance

2016-2017

2017-2018

2018-2019

Student Subgroup

Advanced

Proficient

Passed

Failed

Advanced

Proficient

Passed

Failed

Advanced

Proficient

Passed

Failed

All Students

1

71

73

27

-

68

68

32

2

77

79

21

Female

-

78

78

22

-

85

85

15

2

76

78

22

Male

2

66

68

32

-

52

52

48

2

79

80

20

American Indian

<

<

<

<

<

<

100

0

Asian

<

<

100

0

Black

-

65

65

35

-

67

67

33

-

82

82

18

Hispanic

<

<

<

<

<

<

<

<

<

<

<

<

Native Hawaiian

<

<

100

0

White

2

79

81

19

-

72

72

28

1

76

77

23

Two or more races

<

<

<

<

<

<

<

<

<

<

<

<

Students with Disabilities

-

57

57

43

-

28

28

72

4

68

72

28

Students without Disabilities

2

76

78

22

-

78

78

23

1

80

81

19

Economically Disadvantaged

2

73

75

25

-

61

61

39

1

77

78

22

Not Economically Disadvantaged

-

68

68

32

-

77

77

23

2

78

80

20

English Learners

<

<

100

0

Military Connected

<

<

<

<

Foster Care

<

<

100

0

<

<

100

0

Geometry Performance

2016-2017

2017-2018

2018-2019

Student Subgroup

Advanced

Proficient

Passed

Failed

Advanced

Proficient

Passed

Failed

Advanced

Proficient

Passed

Failed

All Students

4

77

81

19

7

68

75

25

7

72

79

21

Female

5

86

90

10

8

75

83

17

9

76

85

15

Male

3

69

72

28

6

62

68

32

4

67

71

29

Asian

<

<

100

0

<

<

100

0

Black

3

72

74

26

-

65

65

35

6

68

74

26

Hispanic

<

<

<

<

<

<

<

<

<

<

100

0

White

4

81

85

15

10

74

84

16

7

75

81

19

Two or more races

<

<

<

<

<

<

<

<

<

<

<

<

Students with Disabilities

<

<

<

<

-

35

35

65

-

36

36

64

Students without Disabilities

4

80

84

16

9

75

84

16

8

76

83

17

Economically Disadvantaged

3

76

79

21

4

67

72

28

8

65

73

27

Not Economically Disadvantaged

5

78

83

17

10

69

79

21

6

77

83

17

Military Connected

<

<

100

0

<

<

<

<

Foster Care

<

<

<

<

Algebra II Performance

2016-2017

2017-2018

2018-2019

Student Subgroup

Advanced

Proficient

Passed

Failed

Advanced

Proficient

Passed

Failed

Advanced

Proficient

Passed

Failed

All Students

9

79

89

11

8

83

91

9

4

82

86

14

Female

8

82

90

10

6

85

91

9

-

86

86

14

Male

11

76

87

13

10

79

90

10

10

76

86

14

Asian

<

<

100

0

Black

6

88

94

6

6

94

100

0

-

94

94

6

Hispanic

<

<

<

<

<

<

<

<

White

11

77

88

13

9

80

89

11

5

80

85

15

Two or more races

<

<

<

<

<

<

100

0

<

<

<

<

Students with Disabilities

<

<

100

0

<

<

100

0

Students without Disabilities

10

79

88

12

8

83

91

9

4

82

86

14

Economically Disadvantaged

2

88

90

10

6

88

94

6

4

88

92

8

Not Economically Disadvantaged

15

73

87

13

10

79

88

12

3

79

82

18

Military Connected

<

<

<

<

Grade 3 Mathematics Performance

2016-2017

2017-2018

2018-2019

Student Subgroup

Advanced

Proficient

Passed

Failed

Advanced

Proficient

Passed

Failed

Advanced

Proficient

Passed

Failed

Grade 4 Mathematics Performance

2016-2017

2017-2018

2018-2019

Student Subgroup

Advanced

Proficient

Passed

Failed

Advanced

Proficient

Passed

Failed

Advanced

Proficient

Passed

Failed

Grade 5 Mathematics Performance

2016-2017

2017-2018

2018-2019

Student Subgroup

Advanced

Proficient

Passed

Failed

Advanced

Proficient

Passed

Failed

Advanced

Proficient

Passed

Failed

Grade 6 Mathematics Performance

2016-2017

2017-2018

2018-2019

Student Subgroup

Advanced

Proficient

Passed

Failed

Advanced

Proficient

Passed

Failed

Advanced

Proficient

Passed

Failed

Grade 7 Mathematics Performance

2016-2017

2017-2018

2018-2019

Student Subgroup

Advanced

Proficient

Passed

Failed

Advanced

Proficient

Passed

Failed

Advanced

Proficient

Passed

Failed

Grade 8 Mathematics Performance

2016-2017

2017-2018

2018-2019

Student Subgroup

Advanced

Proficient

Passed

Failed

Advanced

Proficient

Passed

Failed

Advanced

Proficient

Passed

Failed

< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

This chart displays the percentage of students passing state science tests. Virginia students are assessed in science in grades 5 and 8 and at the end of secondary courses (Earth Science, Biology and Chemistry) as needed to meet graduation requirements. Use the drop down menu above the chart to view results for a specific test. Use the menu below the chart to select results for a specific group of students. Practice test items representative of the content and skills included in current Standards of Learning assessments are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.

overall Performance

2016-2017

2017-2018

2018-2019

Student Subgroup

Advanced

Proficient

Passed

Failed

Advanced

Proficient

Passed

Failed

Advanced

Proficient

Passed

Failed

All Students

12

79

90

10

10

77

87

13

6

79

85

15

Female

5

87

92

8

9

79

88

12

6

81

87

13

Male

18

71

89

11

12

75

87

13

6

77

83

17

American Indian

<

<

100

0

<

<

100

0

Asian

<

<

100

0

<

<

100

0

Black

7

75

82

18

4

70

73

27

2

69

71

29

Hispanic

<

<

<

<

<

<

100

0

<

<

<

<

White

14

81

94

6

14

81

95

5

8

83

91

9

Two or more races

<

<

<

<

7

73

80

20

-

85

85

15

Students with Disabilities

5

56

62

38

-

56

56

44

-

57

57

43

Students without Disabilities

12

82

94

6

12

80

92

8

7

83

89

11

Economically Disadvantaged

7

79

87

13

8

76

85

15

7

74

80

20

Not Economically Disadvantaged

16

78

94

6

12

78

90

10

5

84

88

12

Military Connected

<

<

100

0

<

<

<

<

Foster Care

<

<

100

0

<

<

100

0

Biology Performance

2016-2017

2017-2018

2018-2019

Student Subgroup

Advanced

Proficient

Passed

Failed

Advanced

Proficient

Passed

Failed

Advanced

Proficient

Passed

Failed

All Students

16

76

92

8

15

70

85

15

8

81

89

11

Female

7

90

97

3

18

70

88

12

6

84

90

10

Male

25

63

88

13

13

70

83

17

11

77

89

11

American Indian

<

<

100

0

Asian

<

<

100

0

Black

8

76

84

16

5

63

68

33

6

72

78

22

Hispanic

<

<

100

0

<

<

100

0

<

<

100

0

White

19

76

95

5

21

75

96

4

10

85

94

6

Two or more races

<

<

100

0

<

<

<

<

<

<

<

<

Students with Disabilities

<

<

<

<

-

46

46

54

-

50

50

50

Students without Disabilities

17

77

94

6

19

76

96

4

10

86

96

4

Economically Disadvantaged

7

81

88

12

13

66

79

21

11

75

87

13

Not Economically Disadvantaged

24

71

95

5

18

76

94

6

6

86

92

8

Military Connected

<

<

100

0

<

<

<

<

Foster Care

<

<

100

0

<

<

100

0

Chemistry Performance

2016-2017

2017-2018

2018-2019

Student Subgroup

Advanced

Proficient

Passed

Failed

Advanced

Proficient

Passed

Failed

Advanced

Proficient

Passed

Failed

All Students

6

84

90

10

7

78

84

16

-

29

29

71

Female

2

89

91

9

2

84

87

13

<

<

<

<

Male

11

78

89

11

11

71

82

18

<

<

<

<

Black

-

91

91

9

3

72

75

25

<

<

<

<

Hispanic

<

<

<

<

<

<

100

0

White

9

82

91

9

9

82

91

9

-

50

50

50

Two or more races

<

<

100

0

<

<

<

<

<

<

<

<

Students with Disabilities

<

<

<

<

<

<

<

<

<

<

<

<

Students without Disabilities

6

85

91

9

7

79

85

15

-

31

31

69

Economically Disadvantaged

3

88

91

9

3

81

84

16

<

<

<

<

Not Economically Disadvantaged

8

82

90

10

9

75

85

15

-

45

45

55

Military Connected

<

<

<

<

Foster Care

<

<

100

0

Earth Science Performance

2016-2017

2017-2018

2018-2019

Student Subgroup

Advanced

Proficient

Passed

Failed

Advanced

Proficient

Passed

Failed

Advanced

Proficient

Passed

Failed

All Students

9

79

88

12

8

82

91

9

4

82

86

14

Female

5

81

86

14

6

82

88

12

6

82

88

12

Male

13

77

90

10

11

83

94

6

3

81

84

16

American Indian

<

<

100

0

Asian

<

<

100

0

<

<

100

0

Black

5

70

75

25

3

75

78

23

-

74

74

26

Hispanic

<

<

100

0

<

<

100

0

<

<

<

<

White

11

85

96

4

12

84

97

3

7

85

92

8

Two or more races

<

<

<

<

<

<

<

<

<

<

100

0

Students with Disabilities

-

59

59

41

-

67

67

33

-

52

52

48

Students without Disabilities

12

85

97

3

10

85

94

6

5

86

91

9

Economically Disadvantaged

8

75

83

17

7

83

90

10

4

77

81

19

Not Economically Disadvantaged

10

85

96

4

10

82

92

8

5

86

91

9

Military Connected

<

<

100

0

Foster Care

<

<

100

0

<

<

100

0

Grade 5 Science Performance

2016-2017

2017-2018

2018-2019

Student Subgroup

Advanced

Proficient

Passed

Failed

Advanced

Proficient

Passed

Failed

Advanced

Proficient

Passed

Failed

Grade 8 Science Performance

2016-2017

2017-2018

2018-2019

Student Subgroup

Advanced

Proficient

Passed

Failed

Advanced

Proficient

Passed

Failed

Advanced

Proficient

Passed

Failed

< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

This chart displays the percentage of students passing state tests in history/social science. Virginia students are assessed in history/social science once in elementary school (Virginia Studies), once in middle school (Civics and Economics) and at the end of secondary courses (Geography, World History I, World History II and Virginia and United States History) as needed to meet graduation requirements. Use the drop down menu above the chart to view results for a specific test. Use the menu below the chart to select results for a specific group of students. Practice test items representative of the content and skills included in current Standards of Learning assessments are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.

overall Performance

2016-2017

2017-2018

2018-2019

Student Subgroup

Advanced

Proficient

Passed

Failed

Advanced

Proficient

Passed

Failed

Advanced

Proficient

Passed

Failed

All Students

9

79

87

13

11

77

87

13

8

70

78

22

Female

4

79

83

17

5

82

87

13

7

73

80

20

Male

13

78

92

8

16

71

87

13

9

67

76

24

American Indian

<

<

100

0

<

<

<

<

Asian

<

<

100

0

<

<

100

0

Black

5

77

82

18

9

72

81

19

3

59

63

37

Hispanic

<

<

<

<

<

<

<

<

<

<

<

<

White

12

79

91

9

11

79

91

9

10

75

85

15

Two or more races

-

76

76

24

-

67

67

33

-

76

76

24

Students with Disabilities

4

49

53

47

3

58

61

39

5

54

59

41

Students without Disabilities

9

83

92

8

11

79

90

10

8

73

81

19

Economically Disadvantaged

7

76

83

17

9

74

83

17

2

69

71

29

Not Economically Disadvantaged

11

81

92

8

12

79

92

8

13

71

84

16

English Learners

<

<

100

0

<

<

<

<

Military Connected

<

<

<

<

<

<

100

0

Foster Care

<

<

100

0

<

<

<

<

VA & US History Performance

2016-2017

2017-2018

2018-2019

Student Subgroup

Advanced

Proficient

Passed

Failed

Advanced

Proficient

Passed

Failed

Advanced

Proficient

Passed

Failed

All Students

6

86

93

7

15

78

92

8

8

71

80

20

Female

4

86

89

11

7

84

91

9

4

78

81

19

Male

8

87

96

4

22

72

93

7

14

64

77

23

Black

2

90

92

8

16

77

94

6

-

31

31

69

Hispanic

<

<

<

<

<

<

100

0

<

<

100

0

White

10

87

96

4

15

78

93

7

9

88

97

3

Two or more races

<

<

<

<

<

<

<

<

<

<

100

0

Students with Disabilities

-

60

60

40

<

<

<

<

<

<

<

<

Students without Disabilities

7

89

96

4

15

78

94

6

8

80

88

13

Economically Disadvantaged

4

84

88

12

15

72

87

13

-

61

61

39

Not Economically Disadvantaged

8

88

96

4

14

83

97

3

15

81

96

4

English Learners

<

<

100

0

Military Connected

<

<

100

0

Foster Care

<

<

100

0

World History I Performance

2016-2017

2017-2018

2018-2019

Student Subgroup

Advanced

Proficient

Passed

Failed

Advanced

Proficient

Passed

Failed

Advanced

Proficient

Passed

Failed

All Students

6

78

84

16

10

74

84

16

10

70

80

20

Female

3

77

80

20

6

82

87

13

10

73

83

17

Male

8

79

87

13

15

66

81

19

11

66

77

23

American Indian

<

<

100

0

Asian

<

<

100

0

<

<

100

0

Black

-

67

67

33

5

68

73

28

6

69

76

24

Hispanic

<

<

100

0

<

<

<

<

<

<

<

<

White

10

83

93

7

13

79

92

8

13

69

82

18

Two or more races

<

<

<

<

<

<

<

<

<

<

<

<

Students with Disabilities

-

42

42

58

-

52

52

48

4

48

52

48

Students without Disabilities

7

88

95

5

12

78

91

9

11

73

85

15

Economically Disadvantaged

5

74

79

21

7

71

78

22

3

71

74

26

Not Economically Disadvantaged

7

85

91

9

14

77

91

9

17

69

86

14

English Learners

<

<

<

<

Military Connected

<

<

<

<

Foster Care

<

<

100

0

<

<

<

<

World History II Performance

2016-2017

2017-2018

2018-2019

Student Subgroup

Advanced

Proficient

Passed

Failed

Advanced

Proficient

Passed

Failed

Advanced

Proficient

Passed

Failed

All Students

15

70

84

16

5

79

84

16

3

67

70

30

Female

6

71

76

24

3

79

82

18

2

67

70

30

Male

24

69

92

8

8

78

86

14

3

67

70

30

American Indian

<

<

<

<

Black

10

76

86

14

5

73

77

23

-

50

50

50

Hispanic

<

<

<

<

<

<

100

0

White

17

67

84

16

4

82

86

14

4

77

81

19

Two or more races

<

<

100

0

<

<

100

0

<

<

<

<

Students with Disabilities

<

<

100

0

<

<

<

<

<

<

<

<

Students without Disabilities

15

69

84

16

4

80

84

16

3

67

70

30

Economically Disadvantaged

13

70

83

17

5

79

85

15

-

66

66

34

Not Economically Disadvantaged

16

69

85

15

6

78

83

17

5

68

73

27

Military Connected

<

<

100

0

<

<

100

0

Civics & Econ Performance

2016-2017

2017-2018

2018-2019

Student Subgroup

Advanced

Proficient

Passed

Failed

Advanced

Proficient

Passed

Failed

Advanced

Proficient

Passed

Failed

VA Studies Performance

2016-2017

2017-2018

2018-2019

Student Subgroup

Advanced

Proficient

Passed

Failed

Advanced

Proficient

Passed

Failed

Advanced

Proficient

Passed

Failed

Geography Performance

2016-2017

2017-2018

2018-2019

Student Subgroup

Advanced

Proficient

Passed

Failed

Advanced

Proficient

Passed

Failed

Advanced

Proficient

Passed

Failed

< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Number of Recently Arrived English Language Learners Exempted From State Reading Assessments

2016-2017

2017-2018

2018-2019

School

-

-

-

Division

-

-

2

State

4,227

2,762

3,719

Number of Recently Arrived English Language Learners Exempted From State Reading Assessments

2018 Fall Membership By Subgroup:
Racial and Ethnic Groups

The Virginia Department of Education annually collects statistics on the number of students enrolled in public schools on September 30. Student counts are reported by grade assignment, race, ethnicity, disability, English proficiency, and economic status.
The collection of race and ethnicity information as specified by the U.S. Department of Education is required for eligibility for federal education funds and for accountability reports.
A student is reported as economically disadvantaged if he or she meets any one of the following criteria:

Is eligible for Free/Reduced Meals;

Receives Temporary Assistance for Needy Families;

Is eligible for Medicaid; or

Is a migrant or is experiencing homelessness.

.

Fall Membership by Subgroup

Subgroup

2016-2017

2017-2018

2018-2019

All Students

547

531

530

Female

259

262

271

Male

288

269

259

Asian

2

1

3

Black

187

164

149

Hispanic

14

12

10

White

325

331

343

Two or more races

19

22

24

Students with Disabilities

82

83

78

Students without Disabilities

465

448

452

Economically Disadvantaged

277

273

256

Not Economically Disadvantaged

270

258

274

English Learners

2

1

2

Not English Learners

545

530

528

Military Connected

3

5

3

Foster Care

3

4

5

< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

College & Career Readiness

Diplomas and Completion: Class of 2018: All Students

School

Division

State

Most Virginia students earn either an Advanced Studies Diploma or a Standard Diploma.
To graduate with an Advanced Studies Diploma, a student must earn at least 26 standard units of credit by passing required courses and electives and at least nine verified units of credit by passing Standards of Learning end-of-course assessments in English, mathematics, science and history. Students who entered the ninth grade in 2013-2014 and afterwards must also successfully complete one virtual course.
To graduate with a Standard Diploma, a student must earn at least 22 standard units of credit by passing required courses and electives, and earn at least six verified credits by passing end-of-course SOL tests or other assessments approved by the Board of Education. Students who entered the ninth grade in 2013-2014 and afterwards must also earn a board-approved career and technical education credential to graduate and successfully complete one virtual course.
The Applied Studies Diploma and Modified Standard Diploma are available for certain students with disabilities. To reduce the likelihood of school-level pie charts being suppressed to protect student privacy, these diplomas are combined with Standard Diplomas in the pie chart as "Standard and Other Diplomas."

Status of the Students in the 2017-2018 Cohort

Student Subgroup

School

Advanced Diplomas

Standard Diplomas

Other Diplomas

GED's

Dropouts

Other Non-Graduates

All Students

School

93

47

5

4

12

2

Division

93

47

5

4

12

2

State

50983

36029

2739

1053

5386

1766

Female

School

52

20

1

1

5

2

Division

52

20

1

1

5

2

State

27838

15825

923

368

1911

652

Male

School

41

27

4

3

7

0

Division

41

27

4

3

7

0

State

23145

20204

1816

685

3475

1114

Black

School

32

15

1

0

2

2

Division

32

15

1

0

2

2

State

7955

11098

1113

244

1362

735

Hispanic

School

<

<

<

<

<

<

Division

<

<

<

<

<

<

State

5087

5586

317

107

2168

323

White

School

57

25

2

4

7

0

Division

57

25

2

4

7

0

State

30221

16421

1144

621

1576

587

Two or more races

School

<

<

<

<

<

<

Division

<

<

<

<

<

<

State

2468

1543

85

58

160

72

Students with Disabilities

School

1

10

5

2

8

0

Division

1

10

5

2

8

0

State

1056

6506

2739

138

1106

108

Economically Disadvantaged

School

40

27

1

2

7

2

Division

40

27

1

2

7

2

State

10703

17350

1682

461

2633

1087

English Learners

School

<

<

<

<

0

<

Division

<

<

<

<

0

<

State

1418

3765

269

32

1842

117

Military Connected

School

<

<

<

<

0

<

Division

<

<

<

<

0

<

State

1941

1109

47

11

38

24

< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Four-Year Virginia On-Time Graduation Rate

On-Time Graduation Rate Over Time: All Students

The Virginia On-Time Graduation Rate is based on four years of longitudinal student-level data and accounts for student mobility, changes in student enrollment, and local decisions on the promotion and retention of students. The formula also recognizes that some students with disabilities and English learners are allowed more than the standard four years to earn a diploma and are still counted as “on-time” graduates.

Graduates are defined as students who earn an Advanced Studies Diploma, Standard Diploma, Modified Standard Diploma, or Applied Studies Diploma. On-time graduates are students who earn one of these diplomas within four years of entering the ninth grade. Special education students and English learners who have plans in place that allow them more time to graduate are counted as on-time graduates or as non-graduates when they earn a diploma or otherwise exit high school.

Status of Students After Four Years of High School

Students Subgroup

Students in Cohort

Graduates

On-Time Graduation Rate

Completers

Completion Rate

Cohort Dropouts

Cohort Dropout Rate

All Students

163

145

89

149

91

12

7

Female

81

73

90

74

91

5

6

Male

82

72

88

75

92

7

9

Black

52

48

92

48

92

2

4

Hispanic

<

<

<

<

<

<

<

White

95

84

88

88

93

7

7

Two or more races

<

<

<

<

<

<

<

Students with Disabilities

26

16

62

18

69

8

31

Economically Disadvantaged

79

68

86

70

89

7

9

English Learners

<

<

100

<

100

0

0

Military Connected

<

<

100

<

100

0

0

< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Advanced Program Information: Number and Percentage of
Students Enrolled in Advanced Programs

Advanced Program Information - Count/Percentage

Program Type

2016-2017

2017-2018

2018-2019

Advanced Placement Test Taken

-

-

1 / .19%

Advanced Placement Course Enrollment

1 / .18%

-

1 / .19%

Dual Enrollment

139 / 25.41%

130 / 24.48%

130 / 24.53%

Governor's School Enrollment

19 / 3.47%

19 / 3.58%

20 / 3.77%

IB Course Enrollment

-

-

-

Senior Enrolled in IB Program

-

-

-

< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Postsecondary Enrollment

2017-2018 Postsecondary Enrollment: All Students

Postsecondary enrollment reports show the number and percent of Virginia high school graduates who enrolled in an institution of higher education within sixteen months of graduating from high school. In keeping with federal reporting requirements, postsecondary enrollment reports only include students who earned an Advanced Studies Diploma, International Baccalaureate Diploma or Standard Diploma; students who earned other Virginia Board of Education-approved diplomas are not counted as graduates in the calculation. Reports are available at the state, division and school levels for all students and for student subgroups.
The data represent the best available estimates at this time of postsecondary enrollment. There is currently no definitive source of all postsecondary enrollment records by state, division or school. Virginia Department of Education and external researchers have determined that the best available estimates contained in the postsecondary enrollment reports are likely underestimates, but capture at least 88 percent of Virginia public high school graduates’ postsecondary enrollments.

2017-2018 FGI cohort year (students
entering high school in 2014)

Total number of students in the cohort earning a
federally recognized high school diploma

Students who enrolled in
any Institution of Higher
Education (IHE) within 16
months of earning a
federally recognized high
school diploma

Type

Total

Total HE

Remaining Percent

All Students

School

140

80

43

Division

140

80

43

State

85,899

57,725

33

Female

School

72

44

39

Division

72

44

39

State

43,225

31,599

27

Male

School

68

36

47

Division

68

36

47

State

42,674

26,126

39

Black

School

47

28

40

Division

47

28

40

State

18,868

11,298

40

Hispanic

School

<

<

100

Division

<

<

100

State

10,102

5,826

42

White

School

82

48

41

Division

82

48

41

State

46,448

32,340

30

Two or more races

School

<

<

100

Division

<

<

100

State

3,990

2,715

32

Students with Disabilities

School

11

<

100

Division

11

<

100

State

7,216

3,256

55

Economically Disadvantaged

School

67

30

55

Division

67

30

55

State

27,329

14,190

48

English Learners

School

<

<

100

Division

<

<

100

State

5,182

2,820

46

American Indian

School

-

-

100

Division

-

-

100

State

265

167

37

Asian

School

-

-

100

Division

-

-

100

State

6,084

5,292

13

Native Hawaiian

School

-

-

100

Division

-

-

100

State

142

87

39

< = A group below state definition for personally
identifiable results.
- = no data available for that group
* = Data not yet available
This report provides the best available estimates
about college enrollment according to the National
Student Clearinghouse. For more information, see the
answers to Frequently Asked Questions
about this report at:
http://www.doe.virginia.gov/school_finance/arra/stabilization/reported_data/assurance_c/faq_c11.pdf
Students who attended schools that do not
participate in NSC are not included in the number or
percent of students enrolled in an IHE.
Federally recognized high school diplomas include
Standard, Advanced Studies, or International
Baccalaureate (IB) diplomas.
Most subgroups are based on students' most recent
status.

Career & Technical Education

Students Earning One or More CTE Credentials: All Students

Virginia’s 16 career clusters help students investigate careers and design a rigorous and relevant plan of study to advance their career goals. Each career cluster contains multiple pathways that represent a common set of academic, technical and work-place skills. Career pathways lead to credentials that qualify students for a range of career opportunities from entry to professional level. A credential is defined as:

State-Issued Professional License, required for entry into a specific occupation as determined by a Virginia state licensing agency;

Full Industry Certification, from a recognized industry, trade, or professional association validating essential skills of a particular occupation;

Pathway Industry Certification, which may consist of entry-level exams as a component of a suite of exams in an industry certification program leading toward full certification; or

Occupational competency assessment, a national standardized assessment of skills/knowledge in a specific career and/or technical area, (NOCTI).

Virginia defines a CTE completer as a student who has met the requirements for a career and technical concentration and all requirements for high school graduation or an approved alternative education program.

Career and Technical Education

2015-2016

2016-2017

2017-2018

State Licensures

School

41

22

24

&nbsp

Division

41

22

24

&nbsp

State

2,440

2,279

1,881

Industry Certification

School

305

299

263

&nbsp

Division

305

299

263

&nbsp

State

99,894

109,275

104,601

Workplace Readiness

School

14

28

37

&nbsp

Division

14

28

37

&nbsp

State

30,775

42,313

50,241

Total Credentials Earned

School

360

349

324

&nbsp

Division

360

349

324

&nbsp

State

137,248

157,490

160,248

Students Earning One or More Credentials

School

294

248

247

&nbsp

Division

294

248

247

&nbsp

State

109,089

126,113

128,672

CTE Completers

School

111

105

104

&nbsp

Division

111

105

104

&nbsp

State

42,404

40,516

41,438

NOCTI Assessments

School

-

-

-

&nbsp

Division

-

-

-

&nbsp

State

4,139

3,623

3,525

Armed Services Vocational Aptitude Battery Examination

School

-

-

-

&nbsp

Division

-

-

-

&nbsp

State

1,514

1,431

1,537

< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

School Finance

Percentage of Expenditures

Division Expenditures

Statewide Expenditures

Multiple factors should be considered when comparing the level of school division expenditures for instruction and expenditures for non-instructional costs, such as administration, health services and pupil transportation. These factors include economies of scale, geographic size, and the number of students requiring special services. For example:

Smaller school divisions may have similar administrative and support costs as larger divisions but these non-instructional costs are spread over a smaller expenditure base.

Geographically large but sparsely populated school divisions may have higher per-pupil transportation costs because of travel distances and mountainous topography.

Divisions with large populations of at-risk or special needs students must provide support services that are required or that raise student achievement.

Percentage of Expenditures

2015-2016

2016-2017

2017-2018

Percentage of fiscal year state operating expenditures for instructional costs

66.9

67.2

66.9

Percentage of fiscal year division operating expenditures for instructional costs

50.7

66.8

66.8

Sources of Financial Support and Total Per Pupil Expenditures for Operations

Division Per-Pupil Spending

Statewide Per-Pupil Spending

School divisions report annually on expenditures and appropriations to meet each locality’s required local effort in support of the Standards of Quality and local match requirements for incentive and lottery-funded programs. The amount by which school divisions exceed these required minimums varies based on local decisions and circumstances.
Most state support for public education is equalized to reflect each division’s capacity to support the required educational program. The Composite Index of Local Ability-to-Pay determines state and local shares of Standards of Quality costs for each division and local match requirements for incentive and lottery-funded programs. A portion of state sales tax revenues is distributed in support of public education based on school-age population estimates.
The federal government provides assistance to state and local education agencies in support of specific federal initiatives and mandates, such as instructional services for economically disadvantaged students and students with disabilities.

Daily attendance is critical to success in school. A student is considered chronically absent if he or she misses two or more instructional days per month (18 days, or 10 percent of a 180-day school year) regardless of whether the absences are excused or unexcused. According to the U.S. Department of Education:

Children who are chronically absent in preschool, kindergarten, and first grade are much less likely to read on grade level by the third grade.

Students who can't read at grade level by the third grade are four times more likely to drop out of high school.

By high school, regular attendance is a better dropout indicator than test scores.

A student who is chronically absent in any year between the eighth and twelfth grade is seven times more likely to drop out of school.

Absenteeism by Subgroup

2016-2017

2017-2018

2018-2019

Subgroup

Below 10%

10% or Above

Below 10%

10% or Above

Below 10%

10% or Above

All Students

443

99

320

206

418

109

Female

214

46

140

119

199

67

Male

229

53

180

87

219

42

American Indian

-

-

<

<

<

<

Asian

<

<

<

<

<

<

Black

158

28

111

48

115

33

Hispanic

8

4

4

9

6

4

White

264

59

187

143

275

68

Two or more races

12

7

16

6

18

4

Students with Disabilities

62

19

50

27

62

15

Economically Disadvantaged

221

59

151

118

179

69

English Learners

<

<

<

<

<

<

Homeless

-

-

-

-

<

<

< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Standards of Accreditation (SOA) Offenses Data

2017-2018 Offenses

Number of Offenses

Offenses Against Student

<

Weapons Offenses

<

Property Offenses

<

Other Offenses Against Persons

<

Disorderly or Disruptive Behavior Offenses

31

Alcohol, Tobacco, and Other Drug Offenses

<

Technology Offenses

<

< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Short-Term Suspensions

Short-Term Suspensions:

Increasingly, Virginia schools are implementing Positive Behavioral Interventions and Supports, a nationally-recognized approach to support positive academic and behavioral outcomes for students. This positive approach to discipline prepares teachers and principals to implement new techniques that reduce disruptive student behaviors that lead to suspensions and decrease instructional time.
A short-term suspension (10 days of less) may be imposed by a principal, an assistant principal, or a designee teacher in the principal’s absence. The principal or assistant principal must tell the student of the charges against him or her. If the student denies them, he or she is given an explanation of the facts as known to the school and an opportunity to present his version of what occurred. Notice to the parent may be oral or written, depending on local school board policy, and must include information on the length of the suspension, the availability of community-based educational options, and the student’s right to return to regular school attendance when the suspension period has expired. A parent may ask for a short-term suspension decision to be reviewed by the superintendent or his designee. Local school board policy will determine whether the superintendent’s decision is final or can be appealed to the local school board. For more information, see A Parent’s Guide To Understanding Student Discipline Policies and Practices In Virginia Schools.

Short-Term Suspensions

2016-2017

2017-2018

Subgroup

% Population

% Short-Term Suspensions

% Population

% Short-Term Suspensions

American Indian

-

-

0.2

Asian

0.4

0.2

Black

34.2

41.8

30.9

42.5

Hispanic

2.6

4.5

2.3

7.5

Native Hawaiian

-

-

-

-

White

59.4

50.7

62.3

40

Two or more races

3.5

3

4.1

10

< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Long-Term Suspensions

Long-Term Supensions:

Increasingly, Virginia schools are implementing Positive Behavioral Interventions and Supports, a nationally-recognized approach to support positive academic and behavioral outcomes for students. This positive approach to discipline prepares teachers and principals to implement new techniques that reduce disruptive student behaviors that lead to suspensions and decrease instructional time.
A long-term suspension (more than 10 school days and less than 365 calendar days) is usually imposed by a disciplinary hearing officer upon recommendation of a principal. The student must be told of the charges against him or her. If the student denies them, he or she is given an explanation of the facts as known to the school and an opportunity to present his or her version of what occurred. Notice to the parent (and child) must be in writing and must include information on the length of and reason for the suspension, the right to a hearing in accordance with local school board policy, the availability of community-based educational options, and the student’s right to return to regular school attendance when the suspension period has expired or to attend an appropriate alternative education program approved by the school board during the suspension or after the suspension period expires. Costs for any community-based educational programs or alternative programs that are not part of the program offered by the school division are the financial responsibility of the parent. A parent has the right to appeal a long-term suspension decision in accordance with local school board policy. The appeal may first go to the local superintendent or his or her designee or to a sub-committee of the local school board; final appeal is to the full school board. The appeal must be decided by the school board within 30 days. For more information, see A Parent’s Guide To Understanding Student Discipline Policies and Practices In Virginia Schools.

Long-Term Suspensions

2016-2017

2017-2018

Subgroup

% Population

% Long-Term Suspensions

% Population

% Long-Term Suspensions

American Indian

0.2

Asian

0.4

0.2

Black

34.2

50

30.9

100

Hispanic

2.6

2.3

Native Hawaiian

White

59.4

50

62.3

Two or more races

3.5

4.1

< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Expulsions

Expulsions:

Increasingly, Virginia schools are implementing Positive Behavioral Interventions and Supports, a nationally-recognized approach to support positive academic and behavioral outcomes for students. This positive approach to discipline prepares teachers and principals to implement new techniques that reduce disruptive student behaviors that lead to suspensions and decrease instructional time.
An expulsion (removal from school for 365 calendar days) may only be imposed by a local school board. The student must be told of the charges against him or her. If the student denies them, he or she is given an explanation of the facts as known to the school and an opportunity to present his or her version of what occurred. The parent (and child) must be noticed in writing of the proposed expulsion, the reasons the expulsion is being proposed, and of the right to a hearing before the school board or a sub-committee of the school board, depending on local policy. If the student is expelled, the parent is sent a written notification of the length of the expulsion and information on the availability of community-based educational, training, and intervention programs. The notice must state whether the student is eligible to return to regular school or to attend an approved alternative education program or an adult education program offered during or after the period of expulsion. The student may apply for readmission to be effective one calendar year from the date of his or her expulsion. For more information, see A Parent’s Guide To Understanding Student Discipline Policies and Practices In Virginia Schools.

Expulsions

2016-2017

2017-2018

Subgroup

% Population

% Expulsions

% Population

% Expulsions

American Indian

-

-

0.2

Asian

0.4

0.2

Black

34.2

30.9

Hispanic

2.6

2.3

Native Hawaiian

-

-

-

-

White

59.4

62.3

Two or more races

3.5

4.1

< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Free and Reduced Meal Eligibility

Free and Reduced Meal
Eligibility:

School divisions that choose to take part in the National School Lunch Program get cash subsidies and donated commodities from the U.S. Department of Agriculture for each meal they serve. In return, they must serve lunches that meet Federal requirements, and they must offer free or reduced-price lunches to eligible children. The School Breakfast Program operates by supporting breakfasts in the same manner as the National School Lunch Program.
At the beginning of each school year, letters and meal applications are distributed to households of children attending school. This letter informs households that school nutrition programs are available and that free and reduced-price meals are available based on income criteria. Applications have been eliminated totally in divisions that implement the community eligibility provision for all schools within the division.
Children from families with incomes at or below 130 percent of the poverty level are eligible for free meals. Those between 130 percent and 185 percent of the poverty level are eligible for reduced-price meals, for which students can be charged no more than 40 cents for lunch and 30 cents for breakfast. All other students pay the full price for meals.
See the Virginia Department of Education website for more information about school nutrition programs.

Free and Reduced Meal Eligibility

2016-2017

2017-2018

2018-2019

Percentage

Percentage

Percentage

All Students

44.6

47

47.8

< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Free and Reduced Breakfast Participation of Eligible Students

Free and Reduced Breakfast Participation of Eligible Students
:

The above pie graph displays the average daily percentage of students eligible for free or reduced-price meals who participated in the U.S. Department of Agriculture School Breakfast Program. The School Breakfast Program is a federally assisted meal program that provides nutritious breakfast meals to students. The Virginia Department of Education administers the program at the state level and school divisions administer the program at the local level.
Participation in the School Breakfast Program has been linked increased achievement, reduced absenteeism and tardiness, fewer disciplinary problems, and better student health.
Breakfast menus must provide one-fourth of the daily recommended levels for protein, calcium, iron, Vitamin A, Vitamin C and calories. Participating schools must serve breakfasts that meet Federal nutrition standards – one quarter of daily recommended levels of protein, calcium, iron, vitamins A and C and calories – and must provide free and reduced-price breakfasts to eligible children.
The No Kid Hungry Virginia campaign and the Virginia 365 Project are key state initiatives to increase participation in school nutrition programs and eliminate childhood hunger.

Free and Reduced Breakfast Participation

2016-2017

2017-2018

2018-2019

Percentage

Percentage

Percentage

All Students

26.2

26.2

23.9

< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Free and Reduced Lunch Participation of Eligible Students

Free and Reduced Lunch Participation of Eligible Students:

The above pie graph displays the average daily percentage of students eligible for free or reduced-price meals who participated in the U.S. Department of Agriculture School Lunch Program.
School divisions that take part in the National School Lunch Program get cash subsidies and donated food items from the U.S. Department of Agriculture for each meal served. In return, schools must serve lunches that meet federal requirements, and must offer free or reduced-price lunches to eligible children.
Studies show that well-nourished students are better learners. The No Kid Hungry Virginia campaign and the Virginia 365 Project are key state initiatives to increase participation in school nutrition programs and eliminate childhood hunger.

Free and Reduced Lunch Participation

2016-2017

2017-2018

2018-2019

Percentage

Percentage

Percentage

All Students

46.6

44.4

44.8

< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Civil Rights Data Collection

The Civil Rights Data Collection (CRDC) is a survey of all public schools and school districts in the United States. The CRDC includes data on student access to courses, programs, staff, and resources relevant to educational equity and opportunity for students.​

The U.S. Department of Education’s Office of Civil Rights reports information collected through the CRDC in carrying out its mission “to ensure equal access to education and to promote educational excellence throughout the nation through vigorous enforcement of civil rights.”​

This table reports the percentages of teachers who are teaching out of field (not fully endorsed for the content they are teaching) or who are inexperienced (less than one year of classroom experience). Percentages are reported for Title I schools, non-Title I schools, all schools and for high-poverty and low-poverty schools.

Provisionally Licensed Teachers

Provisionally Licensed Teachers

All Teachers

Special Education Teachers

This School

14.6%

0%

Division

9.7%

3.5%

State

7.3%

1.8%

< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

The Every Student Succeeds Act of 2015 (ESSA) requires states to set annual and long-term targets for raising the achievement of all students. Virginia schools are focused on the following school quality indicators in meeting the objectives of the federal law:

Reading performance — percentage of students in the school passing state tests in reading

Mathematics performance — percentage of students in the school passing state tests in mathematics

Growth in reading and mathematics — percentage of students in the school either passing state tests in reading and mathematics or making significant progress toward passing

English learner progress — percentage of English learners making progress toward English-language proficiency

Chronic absenteeism — percentage of students missing 10 percent or more of the school year, regardless of reason (students receiving homebound and home-based instruction excluded)

Federal Graduation Indicator — percentage of students graduating within four years of entering the ninth grade with a Standard Diploma or Advanced Studies Diploma

The Every Student Succeeds Act of 2015 requires annual testing in reading in grades 3-8 and once during high school.
Virginia’s ESSA implementation plan expects that by the 2023-2024 school year, at least 75 percent of all students, and of all students in the student groups listed in this table, will be able to demonstrate grade-level proficiency by passing state reading tests.
Annual targets for student groups reflect improvement upon base-line performance from the 2015-2016 school year. Student groups meeting or exceeding annual or long-term targets must improve performance as compared to the previous year.
Note: Reading pass rates reported for high schools reflect the performance of a 12th-grade class of students who entered the ninth grade at the same time.

ESSA Annual Targets and Long-Term Goals: Mathematics

Student Group

Current Rate

Three-Year Rate

Annual Target

Long-Term Goal

All Students

96%

94%

74%

70%

Asian

-

-

89%

70%

Black

98%

93%

60%

70%

Hispanic

<

<

64%

70%

White

95%

95%

81%

70%

Economically Disadvantaged

93%

91%

63%

70%

English Learners

<

<

57%

70%

Students with Disabilities

67%

66%

42%

70%

< = A group below state definition for personally identifiable results— = Not applicable or no data for group* = Data not yet available

The Every Student Succeeds Act of 2015 requires annual testing in mathematics in grades 3-8 and once during high school.
Virginia’s ESSA implementation plan expects that by the 2023-2024 school year, at least 70 percent of all students, and of all students in the student groups listed in this table, will be able to demonstrate grade-level proficiency by passing state mathematics tests.
Annual targets for student groups reflect improvement upon base-line performance during the 2015-2016 school year. Student groups meeting or exceeding annual or long-term targets must improve performance compared to the previous year.
Note: Mathematics pass rates reported for high schools reflect the performance of a 12th-grade class of students who entered the ninth grade at the same time on one of the following state tests: Algebra I, Geometry or Algebra II.

ESSA Pass Rates: Science

Student Group

Current Rate

All Students

96%

Asian

-

Black

96%

Hispanic

<

White

96%

Economically Disadvantaged

94%

English Learners

<

Students with Disabilities

67%

< = A group below state definition for personally identifiable results— = Not applicable or no data for group* = Data not yet available

The Every Student Succeeds Act of 2015 requires that students take state tests in science at least once during elementary school, once during middle school and once during high school.
Note: Science pass rates reported for high schools reflect the performance on the state Biology test of a 12th-grade class of students who entered the ninth grade at the same time.

Federal Graduation Indicator

Student Group

Current Rate

Annual Target

Long-Term Goal

All Students

83%

84%

84%

Asian

<

90%

84%

Black

88%

82%

84%

Hispanic

<

81%

84%

White

80%

86%

84%

Economically Disadvantaged

82%

78%

84%

English Learners

-

65%

84%

Students with Disabilities

55%

56%

84%

Homeless

<

-

-

Foster Care

<

-

-

< = A group below state definition for personally identifiable results— = Not applicable or no data for group* = Data not yet available

The Every Student Succeeds Act of 2015 requires states to set annual and long-term targets for increasing the percentage of students who graduate with a Standard Diploma or Advanced Studies Diploma within four years of entering the ninth grade.
Virginia’s ESSA implementation plan expects that by the 2023-2024 school year, at least 84 percent of all students, and of students in the student groups listed in this table, will earn a Standard Diploma or an Advanced Studies Diploma within four years.
Annual targets for student groups reflect improvement upon base-line performance from the 2015-2016 school year.
Student groups meeting or exceeding annual or long-term targets must improve performance compared to previous year.

Chronic Absenteeism

Student Group

Current Rate

Three-Year Rate

Annual Target

Long-Term Goal

All Students

39%

24%

9%

10%

Asian

<

<

5%

10%

Black

30%

20%

9%

10%

Hispanic

69%

39%

9%

10%

White

43%

26%

9%

10%

Economically Disadvantaged

44%

29%

13%

10%

English Learners

<

<

8%

10%

Students with Disabilities

35%

30%

14%

10%

< = A group below state definition for personally identifiable results— = Not applicable or no data for group* = Data not yet available

The Every Student Succeeds Act of 2015 requires states to set annual and long-term targets for reducing chronic absenteeism.
Virginia’s ESSA implementation plan expects that by the 2023-2024 school year, no more than 10 percent of all students, and of students in the student groups listed in this table, will be chronically absent.
Annual targets for student groups reflect improvement upon base-line data from the 2015-2016 school year.
Student groups meeting or exceeding annual or long-term targets for reducing chronic absenteeism must improve performance compared to the previous year.

English Learner Progress and Proficiency

English Learners

Percent

Annual Target

Long-Term Goal

English Learner Progress

-

46%

58%

English Learner Proficiency

-

-

-

< = A group below state definition for personally identifiable results— = Not applicable or no data for group* = Data not yet available

The Every Student Succeeds Act of 2015 requires states to set annual targets and long-term goals for increasing the percentage of English learners making progress toward attaining English-language proficiency.
Virginia also reports on the percentage of English learners who attain proficiency.

English Learners

Numerator

Denominator

Rate

English Learner Progress

-

English Learner Proficiency

-

-

-

ESSA Participation Rates

Student Group

English Reading Participation

Mathematics Participation

Science Participation

All Students

97%

98%

97%

Asian

-

-

-

Black

98%

100%

100%

Hispanic

<

<

<

White

95%

98%

95%

Economically Disadvantaged

96%

97%

96%

Not Economically Disadvantaged

97%

99%

-

English Learners

<

<

<

Students with Disabilities

88%

88%

82%

Students without Disabilities

98%

99%

-

Female

97%

99%

-

Male

96%

97%

-

Migrant

-

-

-

< = A group below state definition for personally identifiable results— = Not applicable or no data for group* = Data not yet available

The Every Student Succeeds Act of 2015 requires states to assess at least 95 percent of students in reading and mathematics in grades 3-8, and to test at least 95 percent of students in reading and mathematics at least once during their high school careers.
States also report on the percentage of students assessed in science in elementary school, middle school and in high school (Biology).